Subject

Psichology II: Cognitive Processes and School Learning

  • code 10597
  • course 1
  • term Semester 2
  • type FB
  • credits 9

Main language of instruction: Catalan

Teaching staff

Head instructor

Dr. Jaime CAMPS - jaumecamps@uic.es
Dra. Crista WEISE - cweise@uic.es

Office hours

The office hours will be arranged according to the needs of the student and always by appointment through email with / the teacher

mcbalaguer@uic.es

jaumecamps@uic.cat


Introduction

The subject has as basic objective the development of skills related to understanding of as you GAB knowledge and as the school can influence this acquisition. This will be a study of the different theories of learning that have most influenced the current conception of teaching and learning processes.On the other hand, intends to students to acquire skills of classroom management from the content that is taught and skills related to their training com teaching analytical and reflective.

Objectives

-Reach certain competencies to work the subject

-understand and know how to communicate the contents of the subject

-knowledge contextualize the content learned aspects of actual school life

- learn environments according to the characteristics of the children EP

- acquire mechanisms to regulate the process of learning

Competences / Learning outcomes of the degree programme

  • CEM-14 - To understand the learning processes relative to the 6-12 age period in the family, social and school contexts.
  • CEM-15 - To be familiar with the characteristics of these students, as well as of their motivational and social contexts.
  • CEM-16 - To master the knowledge required to understand the development of the personality of these students and identify dysfunctions.
  • CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
  • CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
  • CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
  • CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
  • CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
  • CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
  • CG-06 - To be familiar with the elements that make up systemic thinking, the different levels of proficiency and how to develop this skill as much as possible.

Learning outcomes of the subject

1. Meet and classifies the psychological and personality characteristics in the period 6-12.

2.-know find the contextual circumstances of the students to give explanation to the development of personality and the different types of learning.

3. Identify, analyze and understand the teaching and learning of children from 6-12 years and knows how to relate with the environment becoming aware of its complexity.

13. Is familiar with the strategies that students use to learn, their learning needs, personal development and the problems that appear, and knows how to tackle.

20. Has sufficient knowledge of behavioral psychology to analyze and understand their own behavior and that of others.

21. Know integrating contextual information for each educational situation and knows transfer the results of its analysis to a particular intervention (systems thinking)

Syllabus

1. Cognitive development: individual components and learning psicosocialesdel
2. Educational Psychology: historical
3. Cognitive Psychology
4. Psychological theories of learning
5. Creating dialogic knowledge
6. Multiple Intelligences

Teaching and learning activities

In person

COMPETENCESMETHODOLOGYTRAINING ACTIVITY
CEM-14 Learning contract
Presentation methods / lecture
Theory classes
Individual / independent study and work
CEM-15 Cooperative learning
Presentation methods / lecture
Theory classes
Individual / independent study and work
Group study and work
CEM-16 Case studies
Individual / independent study and work
Tutorials
CET-3 Learning contract
Presentation methods / lecture
Individual / independent study and work
CET-4 Cooperative learning
Learning contract
Group study and work
Tutorials
CET-6 Case studies
Presentation methods / lecture
Theory classes
Individual / independent study and work
CET-7 Presentation methods / lecture
Individual / independent study and work
Tutorials
CG-02 Individual / independent study and work
Tutorials
CG-04 Problem-solving exercises
Group study and work
CG-06 Presentation methods / lecture
Theory classes
Individual / independent study and work

Evaluation systems and criteria

In person

 

The evaluation of the course will be developed based on a cumulative criterion: progress will be assessed throughout the teaching period. Registrations will be removed from this evaluation activities of continuous assessment, which will have a different nature. Specifically, the course will be evaluated based on the continuous development of a portfolio, participation in relevant academic tutoring and testing individual assessment. Other situations where data are extracted observation and assessment of classroom participation and self-assessment. We will distinguish the activities of training evaluation activities.

To achieve maximum objectivity in the evaluation, the student will be required to the maximum possible consistency between the notes of individual assessment and group assessment notes. In the absence of such consistency will always prioritize the individual grade obtained in the classroom, as a final grade. This is because we believe that group work is unique in compentencia and other skills that the student / are to be achieved at the individual.

Consistent with social responsibility entails the role of teachers must be given more than two factors in the evaluation of this subject. First note that the attitudes that teachers consider academic irresponsibility may result in not achieving the approved course, in complete contradiction to enter the master profile / e, as pointed 5th overall objective of subject. Secondly, and in relation to the CG 2, specify the language used in this course is Catalan (although it can work documents in Spanish or English), in this sense, any written assessment test is penalized with 0.2 points each misspelling considered serious. If the review of a work is perceived, from the beginning, too many misspellings or improper wording, work will be returned to the student / to correction and re-delivered after a week. In this case a pass to access as much. We believe that these considerations will be helpful to improve the quality of future work as teachers and academic work today.

It is also important to mention that this subject has two distinct parts. The part of Psychology of Learning develops 7 credits and represents 80% of the final grade and the part of Social Psychology represents 2 credits and the remaining 20%. Although the general evaluation criteria are those contained in this teaching guide, each of the teachers of the two parties will specify those specific aspects that they consider appropriate for them

Grilled later shows what the learning outcomes expected of students and what system will be evaluated. The rating will be based on the common scale of the Faculty of Education


- Continuous assessment tests (15%) and integrative test (30%) : Total45 %. If the test is aborted inclusive should go to 2nd call 

. Portfolio : 15%  - Structured interview : 30 %  -Extent of participation , behavior in the classroom : 10%  To pass the course is necessary to carry out all activities of continuous assessment .

 

LEARNING OUTCOMESEVALUATION SYSTEM
Annual report
Objective tests
Annual report
Objective tests
Annual report
Level of participation
Objective tests
Oral questions
Annual report
Objective tests
Annual report
Level of participation
Structured interview
Objective tests

Bibliography and resources

Balaguer, M.C. Lectura estartègica dels problemes matemàtics a l'Educació Primària.TDX  http://hdl.handle.net/10803/9348

Coll, C. (coord.) (2008). Psicologia de la Instrucció. Barcelona:UOC

Brunner, J.S. (1984). Acción, pensamiento y lenguaje. Madrid: Alianza Editorial

Bruner, J. (1997). La Educación puerta de la cultura. Madrid: Machado Libros

Coll, C., Palacios, J. i Marchesi, A. (2008). Desarrollo psicológico y educación II. Psicologia de la Educación. Madrid: Alianza

Coll, C., Martín, E., Mauri, T., Miras, M., Onrubia, J., Solé, I. i Zabalza, A. (1999). El constructivismo en el aula. Barcelona: GRAO

Gagné, E.D. (1991). La psicología cognitiva del aprendizaje escolar. Madrid: Visor

Gardner, H. (1995). Inteligencias múltiples. Barcelona: Paidós.

González Pérez, J. i Criado del Pozo, M.J. (2004). Psicologia de la educación para una enseñanza práctica. Madrid: Editorial CCS

Lave, Jean, & Wenger, Etienne (1991). Situated Learning: Legitimate Peripheral Participation, Cambridge University Press.

Piaget, J. (1965). The child’s construction of number. Nova York: Norton.

Pozo, I. i Monereo, C. (Coord.) (2000). El aprendizaje estratégico. Madrid: Santillana

Puente Ferreras, A. (2005). Cognición y Aprendizaje. Funsamentos Psicológicos. Madrid: Pirámide

Tuffanelli, L. (2010). Comprender. ¿Qué es? ¿Cómo funciona. Madrid: Ministerio de Educación. Narcea

Vigotski, L.S. (1979). El desarrollo de los procesos psicológicos superiores. Barcelona: Crítica.

Vigotski, L.S. (1995). Pensamiento y leguaje. Barcelona: Paidós

Wells, G. (2001). Indagación dialógica. Hacia una teoria y una práctica socioculturales de la educación (pp. 237-270). Barcelona:Paidós

Woolfolk, A.; Hugues, M. y Walkup, V. (2008). Psychology in Education. Essex: Pearson

Pozo Municio, I. (2000). Aprendices y maestros (4ª ed.). Madrid: Alianza.

 

Interacció entre iguals i adults (Psicologia social) (Jaume Camps)

Allport, G. W. (1979). The Nature of Prejudice. Cambridge: Perseus Books. (1a edició de 1954)

Aronson, E. (2000). El animal social (8a edició). Alianza.

Biscarri, J., Samper, L. i Sanuy, J. (1985). Socialització infantil i dinàmica del grup-classe. Lleida: Dilagro.

Córdoba, A.I. et al. (coords) (2006). Psicología del desarrollo en la edad escolar. Madrid: Pirámide.

Gerrig, R.J. i Zimbardo, P.G. (2005). Psicología y vida. Naucalpán de Juárez: Pearson.

Gil, F. i León, J.M. (1998). Habilidades sociales. Madrid: Síntesis.

Harris, J. R. (1998). The Nurture Assumption. New York: The Free Press. 

Hartup, W. W. (1998a). The company they keep: Friendships and their developmental significance. In A. Campbell, & S. Muncer (Eds.), The social child. Hove: The Psychology Press.

López, F. et al. (2003). Desarrollo afectivo y social. Madrid: Pirámide.

Maccoby, E. E. (2003). The Two Sexes. Growing up Apart, Coming Together. Cambridge: Harvard University Press.

Marín, M. (1998). Psicología social de los procesos educativos. Sevilla: Algaida.

Páez, D. et al. (coord.). (2004). Psicología social, cultura y educación. Madrid: Pearson Educación. 

Parsons, T. (1976). La clase como sistema social: algunas de sus funciones en la sociedad americana. A Gras, A. (Ed.). Sociología de la educación. Textos fundamentales (pp. 53-60). Madrid: Narcea.   file:///C:/Users/usuari/Downloads/Unidad2aParsons.pdf

Perinat, A. (1998). Psicología del desarrollo. Barcelona: EDHASA.

Steele, C. M. (1997). A Threat in the Air. How Stereotyper Shape Intellectual Identity and Performance. American Psychologist, 52(6), 613-629. 

Thorne, B. (1993). Gerder Play: Girls and Boys in School. New Brunswick: Rutgers University Press.

Turner, J. C. (1987). Rediscovering the Social Group. A Self-Categorization Theory. Oxford: Basil Blackwell. 

Interacció entre iguals i adults (Psicologia social) (Jaume Camps)

Allport, G. W. (1979). The Nature of Prejudice. Cambridge: Perseus Books. (1a edició de 1954)

Aronson, E. (2000). El animal social (8a edició). Alianza.

Biscarri, J., Samper, L. i Sanuy, J. (1985). Socialització infantil i dinàmica del grup-classe. Lleida: Dilagro.

Córdoba, A.I. et al. (coords) (2006). Psicología del desarrollo en la edad escolar. Madrid: Pirámide.

Gerrig, R.J. i Zimbardo, P.G. (2005). Psicología y vida. Naucalpán de Juárez: Pearson.

Gil, F. i León, J.M. (1998). Habilidades sociales. Madrid: Síntesis.

Harris, J. R. (1998). The Nurture Assumption. New York: The Free Press. 

Hartup, W. W. (1998a). The company they keep: Friendships and their developmental significance. In A. Campbell, & S. Muncer (Eds.), The social child. Hove: The Psychology Press.

López, F. et al. (2003). Desarrollo afectivo y social. Madrid: Pirámide.

Maccoby, E. E. (2003). The Two Sexes. Growing up Apart, Coming Together. Cambridge: Harvard University Press.

Marín, M. (1998). Psicología social de los procesos educativos. Sevilla: Algaida.

Páez, D. et al. (coord.). (2004). Psicología social, cultura y educación. Madrid: Pearson Educación. 

Parsons, T. (1976). La clase como sistema social: algunas de sus funciones en la sociedad americana. A Gras, A. (Ed.). Sociología de la educación. Textos fundamentales (pp. 53-60). Madrid: Narcea.   

Perinat, A. (1998). Psicología del desarrollo. Barcelona: EDHASA.

Steele, C. M. (1997). A Threat in the Air. How Stereotyper Shape Intellectual Identity and Performance. American Psychologist, 52(6), 613-629. http://users.nber.org/~sewp/events/2005.01.14/Bios+Links/Krieger-rec5-Steele_Threat-in-the-Air.pdf

Thorne, B. (1993). Gerder Play: Girls and Boys in School. New Brunswick: Rutgers University Press.

Turner, J. C. (1987). Rediscovering the Social Group. A Self-Categorization Theory. Oxford: Basil Blackwell. 

Teaching and learning material

      Material
            Jaume Camps Classe 1 - Lectura obligatòria jaume_camps-lectura_obligatoria_classe-1.docx 
            Jaume Camps Classe 1 - PRESENTACIÓ jaume_camps-psico_social_classe-1.ppt 
            Jaume Camps Classe 2 - Lectura obligatòria a. jaume_camps-lectura_obligatoria_classe-2_a-unacosaodossobregemelos.docx 
            Jaume Camps Classe 2 - Lectura obligatòria b. jaume_camps-lectura_obligatoria_classe-2_b-elmitodelaeducacion.docx 
            Jaume Camps Classe 2 - PRESENTACIÓ jaume_camps-psico_social_classe-2.ppt 
            Jaume Camps Classe 3 - Lectura obligatòria jaume_camps-lectura_obligatoria_classe-3.docx 
            Jaume Camps Classe 3 - PRESENTACIÓ jaume_camps-psico_social_classe-3.ppt 
            Jaume Camps Classe 4 - Lectura obligatòria a. jaume_camps-lectura_obligatoria_classe-4_a-elenfoqueecologico.docx 
            Jaume Camps Classe 4 - Lectura obligatòria b. jaume_camps-lectura_voluntaria_classe-4-sociometria.docx 
            Jaume Camps Classe 4 - Lectura voluntària - atención temprana jaume_camps-lectura_voluntaria_dampliacio_classe-4.pdf 
            Jaume Camps Classe 4 - Lectura voluntària - Clima escolar jaume_camps-lecturavoluntaria_classe-4-climaescolar.pdf 
            Jaume Camps Classe 4 - PRESENTACIÓ jaume_camps-psico_social_classe-4.ppt 
            Jaume Camps Classe 5 - Lectura obligatòria jaume_camps-lectura_obligatoria_classe-5-estereotips.docx 
            Jaume Camps Classe 5 - Lectura voluntària jaume_camps-lectura_voluntaria_classe-5-prejudice-australianpsycologist.pdf 
            Jaume Camps Classe 5 - PRESENTACIÓ jaume_camps-psico_social_classe-5.ppt 
            Jaume Camps Classe 6 - Lectura obligatòria a. jaume_camps-lectura_obligatoria_classe-6_a-luri.docx 
            Jaume Camps Classe 6 - Lectura obligatòria b. jaume_camps-lectura_obligatoria_classe-6_b-merton.doc 
            Jaume Camps Classe 6 - Lectura voluntària posterior a la classe jaume_camps-lectura_voluntaria_posterior_a_la_classe-6-colom.doc 
            Jaume Camps Classe 6 - PRESENTACIÓ jaume_camps-psico_social_classe-6.ppt 
            Jaume Camps Classe 7 - Lectura obligatòria a. - Conformitat jaume_camps-lectura_obligatoria_classe-7a-conformitat.docx 
            Jaume Camps Classe 7 - Lectura obligatòria b. - Prosocialitat jaume_camps-lectura_obligatoria_classe-7b-conductaprosocial.docx 
            Jaume Camps Classe 7 - PRESENTACIÓ jaume_camps-psico_social_classe-7.ppt 
            Rúbriques CEM 14, CEM 15, CEM 16 rubriquespsico2.docx 
      Websites
            Jaume_Camps_VÍDEOS https://www.youtube.com/user/SociologiaEducacio 
            La vida secreta de los niños https://www.youtube.com/playlist?list=PLSXGfg6XHVB5SJ65Ooavj6CqYwfOf_nxo 
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